You are on page 1of 6

Understanding By Design Unit Template

(Revised: February 2011)

Title of Unit 7 - Similarity and Transformations Grade Level 9
Subject Math Time Frame 10 classes
Developed By Andrew Pang

Stage 1 - Identify Desired Results

IRP Prescribed Learning Outcomes
What relevant goals will this unit address?

3-D Objects and 2-D Shapes
C3 demonstrate an understanding of similarity of polygons
[C, CN, PS, R, V]
Transformations
C4 draw and interpret scale diagrams of 2-D shapes
[CN, R, T, V]
C5 demonstrate an understanding of line and rotation symmetry
[C, CN, PS, V]
Understandings
What understandings about the big ideas implied in the PLOs are desired?
Essential Questions
What provocative questions will foster inquiry into the content?
Students will understand that...

“Architects, engineers, designers, and surveyors use similarity and scale
diagrams routinely in their work. Symmetry can be seen in art and nature.
An understanding of symmetry helps us to appreciate and find out more
about our world, and to create works of art.”
Why are maps (GPS) reliable?
Where do we see scale diagrams?
How is it possible for some buildings to be structurally the same?
Where do we see symmetry in our world?
How can simple flags be made with these?

Knowledge:
What knowledge will student acquire as a result of this unit?

Skills
What skills will students acquire as a result of this unit?
Students will know...

-Scale diagrams
-Corresponding lengths
-Scale factor
-Proportion
-Similar polygons
-Corresponding angles
-Corresponding sides
-Rotational Symmetry
-Order of rotation
-Angle of rotation symmetry
Students will be able to…

-Draw and interpret scale diagrams
-Apply properties of similar polygons
-Identify and describe line symmetry and rotational symmetry


Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?

Brief Written Description of the Performance Task

Students will design their own flag for the class at the end of the unit, incorporating many elements learned in this unit. They will create at least two
polygons located in the first quadrant in the x-y plane. They will then enlarge one polygon while reducing another polygon. Afterwards, they will reflect
what they have to create their flag.

When everyone is done, the class will display their flags and have a gallery walk, and afterwards vote on a flag to represent the class.
GRASPS Elements of the Performance Task
G – Goal

Create a new flag for the class.

R – Role

Designer.

A – Audience

The class.

S – Situation

The class could use a little more decoration, and so students will design a flag for the class and then the class will decide
what flag they would like to represent them.

P – Product, Performance, &
Purpose

Design on a piece of grid paper the flag, along with the original shapes and their enlarged/reduced shapes on the side.

S – Standards & Criteria for
Success

Be able to create shapes and correctly enlarge/reduce it. Be able to place them in any way one sees fit, and be able to
reflect it correctly.

Other Evidence
Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate
achievement of the desired results?

-Exit slip
-Entrance slip
-Observations during activities
-Mid-unit test, unit test
-Homework
Learning Plan (Stage 3)
Where are your students headed? Where have
they been? How will you make sure the
students know where they are going?

-Students will have finished a unit on linear equations and inequalities, and so they will be
applying some of the linear equations to this unit. They are headed to learn how to analyze or
create scale diagrams, similar polygons, and symmetry.

Students should be familiar with
• calculating area
• determining ratios and proportions
• measuring angles and side lengths
• calculating proportions
• calculating ratios
• finding equivalent fractions
• scale factors
• polygons
• sum of interior angles
• calculating area and volume

• vertical, horizontal, and oblique lines
• finding reflection images
• describing reflection lines
• coordinates on a Cartesian plane
• measure of angles
• the number of degrees in one revolution
• identifying coordinates in the plane
• rotating points about a centre of rotation
How will you hook students at the beginning of
the unit?

-Students will be shown an example of a flag at the beginning of the unit, and then told they
will be able to design their own flag at the end of the unit.
-Show students an interactive scale of the universe:
http://www.newgrounds.com/portal/view/589217
What events will help students experience and
explore the big idea and questions in the unit?
How will you equip them with needed skills and
knowledge?

-We will look at some blueprints to answer how some buildings are structurally built the same
way.
-The main project of designing a flag will directly answer one of the questions.
-Examples will show scale diagrams and symmetry in the real world.
How will you cause students to reflect and
rethink? How will you guide them in rehearsing,
revising, and refining their work?

-The final project will incorporate most of what was learned throughout the unit.
-If a topic builds off of a previous topic, I will get the students to think back about it. Ex. similar
polygons builds off scale diagrams, similar triangles builds off similar polygons.
-A day will be dedicated to review before any test.
How will you help students to exhibit and self-
evaluate their growing skills, knowledge, and
understanding throughout the unit?

-Exit and entrance slips will be used to help students exhibit their growth and reflect on what
they learned.
-Checking the back of the book will be encouraged for student self-evaluation.
-A review game towards the end will exhibit their skills and knowledge.
How will you tailor and otherwise personalize
the learning plan to optimize the engagement
and effectiveness of ALL students, without
compromising the goals of the unit?

-Students will create their own flag design to personalize the learning.
-Group activities will be done so that some students can help other students who may have
trouble. Each activity is made so that each student is working so that there is no student doing
all the work for the group.
-Students will be asked their Country of origin, and the class will analyze the Country’s flag for
symmetry.
How will you organize and sequence the
learning activities to optimize the engagement
and achievement of ALL students?

-The unit will follow the textbook’s sequencing as it already has a good sequence, providing
knowledge needed for following topics in each section.
-Some activities will be done after the lecture portion to reinforce what is learned while others
will be done before to review what is necessary to continue with the lecture or to hook/engage
students.
-The last topic before the review for the unit test will exclude an activity to allow more time for
students to catch up or review.
-The unit project will be at the end to help review most of the concepts learned before the final
test.
-There will be review classes before each test to optimize achievement. The latter review class
will be after the unit project to cover anything the project missed.

How will we get there?
Instructional Plan – activities:
Consider using:
Mini-lessons
Multiple Intelligences
Models


Activities/Lesson 1
Introduction of unit
Manipulatives
Rich problems
Math journals
Games
Stations
Literature
Integration with other subject areas
Projects
Homework

Resources:
Teacher’s guide
Textbook
Technology
Equipment
Books

Strategies:
T-chart
Think/Pair/Share
KWL
Drama
Connections

Explain to students about the mid-unit quiz and unit test.
Show students examples of flags and explain to them that they will eventually make their own.
Show students an interactive scale of the Universe
http://www.newgrounds.com/portal/view/589217
Get students to individually think of where scale diagrams may occur in the real world. Afterwards,
get them to form groups to share their ideas, and then get each group to share what they have to
create a giant list.
Start 7.1 Scale Diagrams and Enlargements

Activities/Lesson 2
Finish off 7.1
7.2 Scale Diagrams and Reductions
In pairs or individually, students will analyze pictures in magazines and determine the scale factor of
a few images. This will be taken as an exit slip.

Activities/Lesson 3
Do an entrance slip, and then do a quick review of the previous days.
7.3 Similar Polygons
Activity – Students will be divided into groups. Each group receives a bunch of polygons. It then
becomes a race to match as many or all similar polygons together.

Activities/Lesson 4
7.4 Similar Triangles
Activity – Students will break into groups. Each group will find a long diagonal line lying on the wall
somewhere (either taped to the wall or drawn on a board). Each student will then pick any point
along the line. They then either extend a horizontal line to the right from the point or a vertical line
upwards, and then extend the opposite line to the left or down from the point that the person to
their right picked, or choose a new point if right-most. The lines should intersect and form a triangle
with the diagonal line. The students then compare their formed triangle with other members in the
group to show that they are all similar by measuring lengths and angles if possible. They then
compare with other groups’ triangles to see if they are similar.

Activities/Lesson 5
Mid-unit Quiz
Students may read or work on something from another class quietly if done early.

Activities/Lesson 6
Hook by showing a few faces with slight modifications done on the photos. Ask the class who they
believe to be the most attractive to show that for some reason, symmetry is actually an attractive
feature that humans subconsciously look for.
7.5 Reflections and Line Symmetry
Ask some students their country of origin and find the flag for it. Get the class to find lines of
symmetry in it.
Exit slip towards the end.

Activities/Lesson 7
Show a bunch of artwork or images that has rotational symmetry. One of the images will be made
by my name reflected and then rotated so that it is hard to see the name immediately. Mention that
I like this piece of work the most, and then get students to think why. Get students to discuss with
partners on what they think about the images. The students then share and discuss what was said
after.
7.6 Rotations and Rotational Symmetry
Exit slip towards the end

Activities/Lesson 8
7.7 Identifying Types of Symmetry on the Cartesian Plane
Project: Designing a flag using similar polygons and a reflection.
Gallery walk to see peers’ flags and judge for best flag.
Students who finish early are allowed to review for the unit test.

Activities/Lesson 9
Review for unit test.
Give students some practice problems or assign the review section.
Review game – Divide class into teams. A different participant each round will have to answer a
review question, and the first one of the two facing each other to answer the question wins a point
for their team that round.

Activities/Lesson 10
Unit test
Students may read or work on something from another class quietly if done early.


From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)